Cycle 5 Scripted Lesson

Context:
Course name: Honors English 9
Grade level: 9th
Length of lesson: 35 minutes
Students: 26 9th grade honors students, one of which has an IEP.

Current unit: ​Students have finished reading the Odyssey and are beginning to work on their
final papers for the unit. They were given prompts to choose from the previous week, and had
the weekend to develop a clear thesis statement and topic sentences. This build directly from a
mini lesson earlier in the semester on how to structure a paper around a thesis.

Objectives (KUD format)

SWBAT:
Know:
K1. Students will know what a well-developed thesis statement looks like.
K2. Students will know that every topic sentence functions as an argumentative extension of the
thesis.

Understand:
U3. Students will understand that strong argumentative writing stems from a well-constructed
and specific claim that can then be built upon by logical, focused evidence.
U4. Students will understand that reflecting on writing during the process leads to better
development and growth

Do:
D5. Students will be able to develop an effective thesis statement
D6. Students will be able to create topic sentences that relate directly to the thesis statement
D7. Students will be able to make revisions based on specific feedback

SOL’s:
9.6 The student will write in a variety of forms to include expository, persuasive, reflective, and analytic
with an emphasis on persuasion and analysis.
c) Objectively introduce and develop topics, incorporating evidence and maintaining an
organized structure and a formal style.
e) Communicate clearly the purpose of the writing using a thesis statement.
k) Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.
Methods of Assessment:

1. Thesis & Topic Sentence Submission (formal formative)

2. Conferences (informal formative)
3. Conference Reflection and Action Plan (formal formative)
a. Students will reflect on the conference and map out the next steps they will
take towards improving their theses and developing their paper

Procedures/Instructional Strategies

Beginning Room Arrangement: Room is arranged in usual setup. 3 tables of 4 students

each, 12 individual desks.

[Changes in this arrangement that become necessary later will be noted in the plan]

1. [2 mins.] Intro/Expectations

Alright, so the structure of today is a little bit different than what we’re used to. It will feel similar
to when we conferenced with you guys about your Demeter Dionysus essays, but this time we
will be calling each of you up individually so that everyone gets a set amount of time to receive
feedback. The expectations for this time are simple: you may be working on any of the things I
have posted up here on the board. Developing your thesis and topic sentences (before or after
conference), conferencing with me or Mrs. Reese, reading book 24 of The Odyssey, or working
on session 7 of word power. Whatever is not finished in class today will become homework, so
feel free to choose whatever you feel you’ll be able to focus on the best right now and use your
time wisely. As we will be conferencing and you’ll be working individually, the room needs to be
quiet so that everyone is able to focus.

2.​​ [​ 70 mins.] Conferences:

[I will call students back to my desk one at a time for a short 5-minute conference. I will begin
the conference by taking a moment to read through their thesis and topic sentences. During this
initial read, I will be noting three things: the score it would receive right now, a strength, and an
area for improvement. I will share these notes with each student and allow them to ask a few
specific questions. I will probe them to start thinking about how this step in the process is
moving them towards the larger development of their papers. Likely areas of focus are the
parallel alignment of topic sentences with the thesis, the argumentative nature of the thesis, and
the potential for significant evidence when developing the paper. I will note common areas for
improvement and plan future mini-lessons according to student need]
6. [6 mins.] Set Goals/Action Plan

Alright, so based on what we just talked about, the direction you want to take your essay, and
the specific things outlined on the rubric, what is your plan moving forward? What will you be
using the rest of your class time for right now?

[Students will wrap up their conferences by reflecting on the following questions and mapping
out steps moving forward]

Writing Reflection and Conference Prep

1. What are the essential elements necessary to score a top score on the rubric?

2. What score would you give your thesis and topic sentences? _______________

Justify your score with language from the rubric that describes your essay.

3. List ways that you would like to improve your essay:

4. What is one important thing you would like to have your teacher help you improve/work on in
your essay?

5. What are your plans for revision? (hold off on this one until we’ve conferenced)

Materials Needed (list):

· ​Reflection Sheets
· ​Expectations for Work Time
· ​LCD projector

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)